MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
35
METHODS OF TEACHING FOREIGN LANGUAGES THAT ARE
INTEGRATED
Abulova Zilola Azimovna
Senior teacher of
Foreign languages department
Bukhara State University
https://doi.org/10.5281/zenodo.14039801
Abstract –
The topical issue today is the question of what should be a
foreign language lesson in modern conditions. The goals and content of
education are changing, new means and technologies of education are emerging.
Key words:
foreign language, lesson, modern conditions, grammatical
structure, lexical composition.
I. Introduction
The main goal of learning a foreign language is the possibility of
communication. Communication in a foreign language is impossible not only
without mastering its lexical composition and grammatical structure, but also an
important component is the idea of the socio-cultural environment of the
language being studied. Therefore, the lessons should be carried out an
integrated approach to learning.
II. Main part
A modern lesson should include goal setting and communication
orientation. Work on the development of lexical skills goes in parallel with the
study and assimilation of grammatical structures. New vocabulary is practiced in
training grammar exercises. For example, the topic "Disaster" is practiced on the
grammatical topic "Passive Voice": Many forests (to destroy) because of fire.
Live English speech should sound at the lesson. The use of listening
exercises is a very important aspect. When doing this exercise, students are
faced with a number of challenges:
- primary understanding of the text (depends on the level of knowledge of
lexical and grammatical units of the language);
- adapt their hearing to foreign speech;
- supplement the text (dialogue) with missing information;
- reproduce the content;
- express their position on a given problem;
- get acquainted with the social and cultural aspects of the life of the
country of the studied language.
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International scientific-online conference
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Therefore, no doubt, an integrated approach is so important. Students, as a
rule, have a lot of questions about the culture and life of the country, and if you
answer them, carry out appropriate types of work, interest them, then
motivation will increase and training will be crowned with success.
Over the past decades, a wide variety of “methods”, “approaches” and
“techniques” in teaching foreign languages have been offered abroad: “full
understanding and physical response” by Jemz Asher, “natural” approach by
Krashen and Terrell, “collective language learning with the help of consultant
Charles Curran, the "communicative approach" by C. Brumfit, J. Keith, W.
Littlewood, H. Widdowson, "The Way of Silence" by Caleb Cataño and many
others.
However, none of them has received more or less widespread distribution
and recognition. Abroad, schools are dominated by the so-called
"communicative" approach in a variety of ways, determined by the
corresponding textbooks. In Russia, the officially recognized approach is
“cognitive-communicative”, or “competence-based”. But in practice, the goal of
teaching communication in a foreign language for the vast majority of graduates
of schools and non-linguistic faculties remains unattainable due to the lack of a
truly scientific method and textbooks of precisely this, communicative,
orientation. The scientific method of teaching should be based on a scientific
concept defined by a system of interrelated and interdependent principles
implemented by a strategic learning model and its technological base and
teaching materials.
An example of such an approach is the methods of G.K. Lozanova and G.A.
Kitaygorodskaya. Their common conceptual core is a psychological orientation:
the use in the educational process not only of explanation with subsequent
training of the explained language material, but also of suggestion in the process
of mastering language material and the formation of speech communication
skills.
This concept has received a convincing scientific substantiation by the
achievements of physiological science in recent decades. In 1968, Roger Sperry
put forward and proved the "split brain theory", for which he received the Nobel
Prize in 1981. According to this theory, the human brain has two hemispheres
with different functions. The left hemisphere specializes in logical stereotypical
operations and includes the language center that performs system-structural
mental operations, while the right hemisphere is responsible for emotional
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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manifestations. The distribution of brain functions between the hemispheres is
presented in the following table.
III. Conclusion
The outwardly passive, relaxed state of students sitting in comfortable chairs in
low light contributes to the active mental activity of the brain in the non-
dominant right hemisphere, where it is assimilated with the greatest efficiency.
The material put into memory in this way is further activated in educational
activities in the classroom in personality-oriented communicative exercises to
the level of stable speech skills. In the same communicative exercises, both
grammar and phonetics are activated at the same time, often in game or
competitive forms
References:
1.
Колягин Ю.М., Алексеенко О.Л. Интеграция школьного обучения //
Начальная школа. – 1990. – № 9. – С. 28-31
2.
Доброва Т.И. Мини-спектакль на уроке английского языка на раннем
этапе обучения // Проблемы раннего и углубленного обучения
иностранным языкам. – Барнаул: БГПИ, 1990. – С. 42-44, вып. 1
3.
Комплексный подход к преподаванию иностранных языков
(studbooks.net)
4.
Razokovna, Ochilova Mekhriniso, et al. "English learning and vocabulary
growing methods." Journal of Positive School Psychology (2022): 10628-10632.
